Teaching Lab All Partners Report: Matched
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 31 educators who completed the follow-up survey, and 34 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
1
| Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores on Equitable Mindsets & Beliefs | ||||
| Overall score | 71% | 69% | -3 | 67% |
| Recognition of race & culture | 43% | 37% | -6 | 35% |
| Holding growth mindsets | 54% | 58% | 5 | 63% |
| Having high expectations and beliefs | 100% | 89% | -12 | 81% |
| Taking accountability for equitable instruction | 95% | 91% | -4 | 82% |
| n = 34 | n = 31 | n = 34 | ||
The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
2
| Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 66% | 66% | 0 | 62% |
| Trust in fellow teachers | 93% | 73% | -20 | 65% |
| Connectedness to fellow teachers | 69% | 87% | 18 | 76% |
| Have influence over professional learning | 31% | 33% | 2 | 44% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 69% | 70% | 1 | 62% |
| n = 29 | n = 30 | n = 29 | ||
The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 70% | 73% | 4 | 22% |
| ELA instructional shifts | 72% | 74% | 2 | 22% |
| Fluency | 56% | 50% | -6 | 15% |
| Text complexity | 78% | 86% | 8 | 25% |
| Close reading | 70% | 74% | 4 | 22% |
| Building knowledge | 60% | 75% | 15 | 22% |
| Supporting students with unfinished learning | 76% | 82% | 6 | 24% |
| n = 10 | n = 10 | n = 10 | ||
The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 3b: Math Content and Pedagogical Content Knowledge
In Mathematics, the questions focused on four core constructs, as shown in the table.
| Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with Math Content & Pedagogical Content Knowledge | ||||
| Overall score | 61% | 62% | 2 | 46% |
| Math instructional shifts | 55% | 55% | 1 | 42% |
| Equitable Math Instruction | 71% | 74% | 4 | 53% |
| Supporting students with unfinished learning | 63% | 72% | 10 | 53% |
| Effective Teaching Practices | 58% | 53% | -5 | 41% |
| n = 24 | n = 24 | n = 24 | ||
The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Observations by Administrators
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed | ||||
| When observing teachers, I focus on… Overall score | 100% | 75% | -25 | 9% |
| Whether the lesson is focused on a high-quality text or task | 100% | 75% | -25 | 9% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 100% | 75% | -25 | 9% |
| Whether all students have opportunities to engage in the work of the lesson | 100% | 75% | -25 | 9% |
| n = 5 | n = 4 | n = 5 | ||
The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators | ||
|---|---|---|
| TL Teachers1 | Non-TL Teachers1 | |
| The lesson is focused on a high-quality text or task | 75% | 0% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 50% | 0% |
| All students have opportunities to engage in the work of the lesson | 50% | 0% |
|
1
n = 4
|
||
The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity1 | |
|---|---|
| Improved my own instructional practice | 33% |
| Led PLC meetings for teachers | 17% |
| Coached teachers | 50% |
| Shared information or resources with teachers | 50% |
|
1
n = 7
|
|
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.
Section 7: Participant Feedback
Looking at participant feedback from All Partners we see good scores across the board:
| Teaching Lab Performance on Participant Feedback Questions for All Partners | ||||
|---|---|---|---|---|
| How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? | I felt a sense of community with the other participants in this course even though we were meeting virtually. | This course helped me navigate remote and/or hybrid learning during COVID-19. | % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn | S/He Effectively Built A Community Of Learners |
| 89% | 90% | 67% | 68% | 91% |
Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement
Comments on Improving Experience
[1] "feel" "ideas" "materials"| Quotes from "What could have improved your experience?" |
|---|
"My technological meltdowns detract from my experiences. |
"I really miss seeing our instructors face-to-face. I think |
"to have complete clarification on how to reach some of |
"Clear directions with dates and specific quidelines. I was |
"I hope we can reconvene sometime next year, in person, to |
"Being able to share our re-engagment lesson with someone to |
"Unfortunately there is not a Pre-K EL Curriculum yet so I |
"Timing of this meeting was difficult. It is a very hard |
"Giving teachers realistic ideas for conducting rotations |
"Nothing you could do...I need my team to be on board and |
Additional Comments
[1] "math" "resources" "teachers" | Quotes from "Do you have additional comments?" |
|---|
"Thanks for helping me with getting excited about the new |
"The instructors are so down to earth and knowledgable. They |
"Would like additional resources on the progression examples |
"I was glad I took the course, I thought they could have used |
"Instructors should know in advance what materials the |
"I wish we would have touched on how to actually deliver day |
"Would love to see a bank of short videos on the Schoology |
"I enjoyed it. Really loved being able to focus on materials |
"an outlet I would see it to have some packet or like book to |
"I wish the District could also offer us an advance training |
info@teachinglab.org
Comments on what Went Well
"The instructors were so approachable and I made me feel
comfortable in asking questions if I needed to!"
"Links to materials seemed clearest today of all sessions so
far. This session felt more tightly aligned within itself
today than others have."
"This course has been very helpful in getting familiar with
a new curriculum. The setting was very friendly and safe
to share ideas. I was awesome to be able to work with other
teachers in our district."
"I think this whole course worked well for me. I learned a
lot from the independent work. In class, being able to talk
to other teachers at my grade level was very helpful."
"I think what went well in this course is the lesson learn
how to navigate curriculum, the assessment, analysis of data
and student placement in different micro-phases . Overall,
this training is what we really need to implement the
foundational skills block."
"Very informative and helpful to have a change to talk with
other teachers/coaches."
"Being able to breakdown guidebooks into expectations and
individual lesson plans."
"More information and PD artifacts to share with my teachers.
Small group discussion. Practicing the IPG."
"I appreciate the asynchronous learning opportunities that
allowed us to be off zoom for periods of time."
"It was great to communicate and problem solve with other
teachers using this curriculum and to share helpful tips and
feedback with each other."